Department of Psychology UH Learning & Teaching Conference

1. Department of Psychology UH Learning & Teaching Conference How Students of Different Ethnicity Construe Different Ways In Which Their Work Is Assessed Nick Reed Sue Anthony Stefanie Schmeer 1st May 2014 s.h.1.anthony@herts.ac.uk n.b.reed@herts.ac.uk s.schmeer@herts.ac.uk

2. 'Diagnostic Research' Using Repertory Grids • We used the “Diagnostic Research” method to gather our data. • The Diagnostic Research method is based on the Personal Construct Psychology (“PCP”) method known as “Repertory Grid Technique” - a questionnaire in the form of a matrix of cells. Repertory Grid Technique is unusual because it combines both qualitative and quantitative data in the same instrument. • The qualitative data is in the form of bipolar personal constructs (e.g. Tends to improve your learning and understanding -v- Doesn’t tend to improve your learning and understanding). • The quantitative data is in the form of (1) ratings i.e. how the various methods used to assess students’ coursework is rated on each of the personal constructs in the Repertory Grid and (2) rankings i.e. to identify the relative importance of each of the constructs to participants.

3. The One to One Interviews to Elicit “Personal Constructs” • The sample for the 1 to 1 personal construct elicitation interviews was 9 students (4 of whom were BME students). All participants were undergraduate psychology students. • The interviews were confidential. • The “Triadic Method” was used to elicit the personal constructs. • Personal constructs are the ‘goggles’ through which people construe and differentiate between things - in the case of this research, how students differentiate between the various ways in which their coursework is assessed. • Once elicited, the constructs were categorised into bipolar ‘themes’, which were then used in the rows of the Repertory Grid.

4. The Different Methods of Assessment: “Elements” E1. Coursework essays E2. Multiple choice questions (using EVS in class) E3. Lab reports E4. Exams (unseen) E5. Practical statistics tests E6. Group poster presentations E7. Exams (where a list of questions is provided before the exam and some appear on the exam paper) E8. Online quizzes E9. Ideal method of assessment E10. Multiple choice questions (paper based as part of an exam)

5. The “Triadic Method” of Eliciting Constructs E1 Multiple Choice Questions (using EVS in class) E2 Coursework Essays E3 Lab Reports

6. The Bipolar Constructs Used in the Repertory Grid (1) C1. Provides an opportunity to show learning and understanding -v- Provides little opportunity to show learning and understanding C2. Doesn’t really help to develop useful skills -v- Helps to develop useful skills C3. Tends to be stressful -v- Doesn’t tend to be stressful C4. Can be completed quickly -v- Takes a lot of time C5. Not clear about what is required of you -v- Clear about what is required of you C6. Can prepare for in advance -v- Cannot prepare for in advance

7. The Bipolar Constructs Used in the Repertory Grid (2) C7. Your mark depends upon who is doing the marking -v- You get the same mark whoever is doing the marking C8. Are relatively difficult -v- Are relatively easy C9. Makes you feel under time pressure -v- Doesn’t make you feel under time pressure C10. Feel you have a lot of control over the grade you get -v- Feel you have little control over the grade you get C11. Tends to be fair -v- Tends to be unfair C12. Doesn’t tend to improve your learning and understanding -v- Tends to improve your learning and understanding

11. The Survey Sample • The survey sample consisted of a total of 60 participants. • All participants were undergraduate psychology students. • The breakdown of the sample by ethnicity was: Frequency White British 37 White Non-British 6 Black/Black British 4 Asian 9 Other 4 Total: 60

26. Diagnostic Research Bibliography • Fransella, F. (1988). “Research into Cultures and the Change Process within Organisations”. Paper presented at the annual meeting of the International Psychology Conference, Sydney, Australia. • Brophy, S., Fransella, F. & Reed, N. (2003). The Power of a Good Theory. In F. Fransella (ed.), International handbook of personal construct psychology (pp. 329-338). Chichester, UK: John Wiley & Sons Ltd. • Kington, A., Reed, N. & Sammons, P. (2013). Teachers’ constructs of effective classroom practice: variations across career phases. Research Papers in Education. DOI: 10.1080/02671522.2013.825309 • McGettigan, P., McKendree, J., Reed, N., Holborow, S., Devereaux Walsh, C., & Mace, T. (2013). Identifying attributes required by Foundation Year 1 doctors in multidisciplinary teams: A tool for performance evaluation. BMJ Quality & Safety, 22 (3), 225-232.